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Of course you are 100% correct. As Leon Weseltier observed “American Jews are tourists in their own culture.” All the ideas in the world will come to nought until and unless Jewish literacy in the non-Orthodox Jewish world becomes viewed as mandatory. Right now it is only an option and one that is not exercised. Despite soaring tuition rates, day school education is viewed as an obligation. The non-Orthodox world sees it as a choice. The hierarchy of values needs to be changed and this should be priority #1 for non-Orthodox rabbis and educators.

I love the focus on literacy and I deeply value this approach (and studying at Pardes was one of the most enriching literacy experiences of my life!) but I must write a comment in defense of Chicken Soup and Lox. In my view, Jewish literacy without Jewish food is unsatisfying. As food is one of the most powerful vehicles for memory, and eating food with others is the basis of our communal connection, I’d like to recommend that Jewish food not be used as a “straw man” for some type of superficial Jewish connection. Jewish literacy is a combination of intellectual “knowing” and embodied “knowing” – and there can be room for both! Literacy should be delicious!

Yasher koach David for putting the emphasis where it needs to fall. We are indeed a people of the book, and if our books are closed the people are lost.
Jewish literacy is the raison d’etre of day schools and the reason why the matter so vitally. RAVSAK’s programs, such as Project Sulam, the Hebrew Poetry Contest, Moot Beit Din etc. all aim to cultivate and raise the prestige of Jewish literacy. You are absolutely correct: Jewish literacy is a cause that every Jewish organization needs to embrace and incorporate into their work.
I have also written about this in relation to the Pew Study; those interested can find my thoughts here: http://blogs.timesofisrael.com/the-pew-study-and-jewish-literacy/.
Mazal tov to David and his Pardes colleagues for their magnificent work in this holy work of championing and spreading Jewish literacy, both widely and intensively.

There is enough in translation that Americans needn’t be literate in Aramaic or Hebrew to understand the richness of Jewish writings, and enough of that is available right here on the Internet that it is accessible to anyone who takes the time to look, even those of us who have a non-traditional Jewish education.

Some of us — that applies to myself — have had problems learning anything in a traditional manner, but I won’t complain; I didn’t choose a longer road, but I’m glad of it. The more scenic routes teach things that can’t be learned, only taken to heart.

it is interesting to note that the idea querying what if “The Jewish community created a Birthright-scale model of a free month, or two, of Jewish learning for any adult Jew who wanted to study Judaism, with hundreds of choices in all flavors and denominations?” is actually a concept that existed in Talmudic times – It was known as Yarchei Kallah. Laypeople would spend time in the great talmudic academies, twice yearly. The institution was established by Rav, the leading Sage in the Talmudic academy of Sura, in Babylonia, approximately 1800 years ago.

Rav was originally from Babylonia, but had studied for many years in Eretz Yisrael under the tutelage of the great Sage, Rav Yehudah HaNasi, the author of the Mishnah. When Rav returned to Babylonia, he saw a polarized community, with Torah scholars on the one hand but also a large proportion of the Jewish people whose time was consumed with earning their livelihoods and were therefore growing apart from the study of the Torah.

Rav ordained that for two months a year – once between Purim and Pesach and then during the month of Elul – the Jews gather together for collective Torah study.

Variants of these could be re-instituted – with programming geared toward singles,families, teens, elders and so on, to reach populations varying interests and learning styles to create a smorgasbord of Jewish learning on all levels. The possibilities are endless. In today’s media age chavrutoth or learning partnerships could be established at these gatherings and carried on throughout the year.

Many questions are asked and answered above and the most important one is missing: “What’s the payoff to individual Jews for being Jewishly literate?” Or put another way, “why should Jews choose to be Jewishly literate?”

Of course these questions are corollaries of the most fundamental of questions in need of compelling answers: “Why be Jewish? Why do Jewish? Why Judaism?”

Re lox, bagels and chicken soup: most Jews in North America are Jewish like a Reuben Sandwich is Jewish, so the aforementioned foods actually represent an improvement over the true status quo and reality on the ground.

The primary reason for the success of the Orthodox movements’ investment in Jewish education is their members’ overarching belief/conviction that “God said.” When the conviction that the T’nach and subsequent Rabbinic teaching in the Talmud are Divinely inspired forms the basis and is central to the life one ought to lead, Orthodox Jewish education becomes the obvious vehicle for continuity going forward.

Their are no corresponding convictions (to the gut level belief that “God said”) among the majority of non Orthodox Jews in North America. And that’s because there is no North American non Orthodox Judaism that inspires the kishke level convictions that are necessarily antecedent to any kind of measurable success for non Orthodox Jewish educational efforts.

Once again, clear, crisp, concise and compelling answers to the questions “Why be intentionally Jewish?” “Why do Jewish?” and “Why Judaism?” are where the journey begins. The rest is commentary.

David, I am happy to tell you that others share your perspective. The Harold Grinspoon Foundation is investing in the design and development of an adult learning initiative, because we believe not only in the good of Jewish literacy, but also because parents involved in our PJ Library program tell us that they want more knowledge, know-how, understanding and connection. Here are some of the questions we are asking as we explore possibilities: what can we design that will allow recipients to experience the life benefits of Jewish learning? How can we link content with real-life application? How might we combine powerful Jewish content with captivating design and modern day modalities? What will build thirst, curiosity and a sense of comfort and excitement? How can we support connections around Jewish learning? Many discussions are under way, and I invite you and others to share your ideas (my email is ariel@hgf.org.) Yashar koach David for raising the flag of “Let my people know!”

As someone that works with interfaith couples and writes about intermarriage and Jewish continuity, I can say that often our discussion of Jewish literacy is too narrowly focused. Yes, we need to encourage, promote and make Jewish education affordable and interesting for Jewish adults and children. Yes, we need to drive home the point that Jewish education should not optional – see my recent essay “Jewish Education Can’t be Optional” on InterfaithFamily.com. However, with intermarriage a reality that is not going away, we need also to invest in educating the non-Jewish partner in order to help facilitate Jewish choices. That is why programs such as the Jewish Outreach Institute’s The Mothers Circle are so important to a Jewish future. The Mothers Circle is an umbrella of FREE educational programs and resources for women of other religious backgrounds raising Jewish children within the context of intermarriage or a committed relationship. It explores the “how-tos” and meaning behind raising Jewish children, empowering mothers through education and support, and reminding them that the Jewish community is there behind their choice to raise Jewish children. The Grandparents Circle helps Jewish grandparents whose adult children have intermarried learn to nurture their grandchildren’s Jewish identities. If we care about a Jewish future, then our educational efforts must include creating welcoming and inclusive Jewish education for Jews and non-Jews that are part of the larger Jewish community.

David Bernstein’s assertion that Jewishly literacy will ensure Jewish continuity misses the mark for the overwhelming majority of American Jews. For the vast majority of Jewish people, other than the Orthodox, achieving the ability to read, write and understand Hebrew and Jewish texts, or relying on Jewish literacy to stem or reverse the tide of assimilation, is not practical or realistic, because acquiring these skills is no longer of interest to other than a few, and if it were, given the predilection of funders today, it is unaffordable.

What is doable, and what works to influence Jewish continuity, are free authentic Jewish experiences that build Jewish pride and ignite sparks of Jewish feelings, which inspire our young people to stay Jewish, marry Jewish and raise their own children Jewish, the most powerful of which is the Israel experience.

Social scientific studies of Birthright Israel and of Lappin Foundation’s fully subsidized teen Israel experience, Youth to Israel Adventure, prove the lasting impact of the Israel experience on Jewish continuity. Using precious financial resources to fund what is working should be the priority of American Jewish communities.

When Birthright Israel expands the ages of eligibility to 16 through 36, sparks of deep Jewish feelings, which lay dormant in the Jewish psyche, will be ignited and will save us.

“Social scientific studies of Birthright Israel and of Lappin Foundation’s fully subsidized teen Israel experience, Youth to Israel Adventure, prove the lasting impact of the Israel experience on Jewish continuity. Using precious financial resources to fund what is working should be the priority of American Jewish communities.”

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